scholarly journals A Blended Learning Approach for an Introductory Computer Science Course

2021 ◽  
Vol 11 (8) ◽  
pp. 372
Author(s):  
Anna Förster ◽  
Jens Dede ◽  
Asanga Udugama ◽  
Alexander Förster ◽  
Daniel Helms ◽  
...  
Keyword(s):  
Blended Learning ◽  
Computer Science ◽  
Object Oriented Programming ◽  
First Year ◽  
Inverted Classroom ◽  
Introductory Computer Science ◽  
Hands On ◽  
Finite State ◽  
Electrical Engineers ◽  
Credit Points

In this paper, we present our experience with redesigning an introductory computer science course for (electrical) engineers with blended learning concepts. It is a large mandatory course with eight credit points over the course of two semesters, where first year electrical engineers learn how to program with Arduino, C and Python. Additionally, they need to cover basic computer science concepts such as binary numbers, Boolean algebra, encodings, finite state machines and object-oriented programming. We designed the course to cover the fields that are most relevant to our students’ future careers. With the new format, students declare they are much more engaged with the course, they drop the course less often and they actually achieve better exam results. We completely re-structured the course, introduced inverted classroom elements and hackathons and we continuously optimized and adapted the course. The main focus is on hands-on-experience and teamwork, which we mostly achieve by the use of hackathons. In this paper, we described the contents and teaching concepts of the course and we discussed the achieved results.

The impact of supplementary hands-on practice on learning in introductory computer science course for freshmen

2014 ◽  
Vol 70 ◽  
pp. 1-8 ◽  
Author(s):  
Hsien-Tsai Wu ◽  
Po-Chun Hsu ◽  
Chih-Yuan Lee ◽  
Hou-Jun Wang ◽  
Cheuk-Kwan Sun
Keyword(s):  
Computer Science ◽  
Introductory Computer Science ◽  
Hands On ◽  
The Impact

scholarly journals Flipping the classroom and turning the grades – a solution to teach unbeloved phase diagrams to engineering students

2017 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Phase Diagrams ◽  
Learning Outcomes ◽  
Engineering Students ◽  
First Year ◽  
Problem Solving Skills ◽  
Inverted Classroom ◽  
Metal Melts ◽  
Hands On ◽  
High Level ◽  
Thermodynamic Background

Phase diagrams may simply be described as alloying maps in material science. However, the required thermodynamic background knowledge is high level and understanding the cooling procedure of metal melts as well as microstructure of metal alloys is challenging. Common teaching material presents results, but not how to get there and leaves frustrated first year engineering students behind. Knowledge on “how to read” phase diagrams is expected from teachers in advanced courses, but requirements are seldomly met by the students. Teaching phase diagrams in “inverted classroom”szenarios is a method to let the students study the science on their own and then take time to discuss their questions and do extended hands on lectures or exercises in class. Implementing the inverted classroom approach has been proven to be successful in terms of learing outcome, problem solving skills related to phase diagrams and in improving grades. Although the time of preparation is raised by a factor of approximately 4 for 2 four-hour classroom sessions, the positive and sustainable learning outcomes make it fun to teach  and worth the effort.

Collaborative learning in an introductory computer science course

1994 ◽  
Vol 26 (1) ◽  
pp. 304-308 ◽  
Author(s):  
Roberta Evans Sabin ◽  
Edward P. Sabin
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Introductory Computer Science

scholarly journals Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

2021 ◽  
Vol 11 (6) ◽  
pp. 263
Author(s):  
Chris Campbell ◽  
Tran Le Nghi Tran
Keyword(s):  
Educational Technology ◽  
Pilot Study ◽  
Reflective Practice ◽  
First Year ◽  
Assessment Practices ◽  
Self Reflection ◽  
Large N ◽  
New Concepts ◽  
Hands On ◽  
Implementation Trial

This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

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